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<article article-type="research-article" dtd-version="1.3" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xml:lang="ru"><front><journal-meta><journal-id journal-id-type="publisher-id">infojournal</journal-id><journal-title-group><journal-title xml:lang="ru">Информатика и образование</journal-title><trans-title-group xml:lang="en"><trans-title>Informatics and education</trans-title></trans-title-group></journal-title-group><issn pub-type="ppub">0234-0453</issn><issn pub-type="epub">2658-7769</issn><publisher><publisher-name>Publishing House Education and Informatics</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.32517/0234-0453-2025-40-1-31-41</article-id><article-id custom-type="elpub" pub-id-type="custom">infojournal-1224</article-id><article-categories><subj-group subj-group-type="heading"><subject>Research Article</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="ru"><subject>ИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯ</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="en"><subject>INFORMATIZATION OF EDUCATION</subject></subj-group></article-categories><title-group><article-title>Использование сервисов генеративного искусственного интеллекта в языковых образовательных программах для детей дошкольного возраста</article-title><trans-title-group xml:lang="en"><trans-title>Using generative artificial intelligence services in language learning programs for preschool children</trans-title></trans-title-group></title-group><contrib-group><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0003-1868-8336</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Садыкова</surname><given-names>Г. В.</given-names></name><name name-style="western" xml:lang="en"><surname>Sadykova</surname><given-names>G. V.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Садыкова Гульнара Василевна, канд. филол. наук, Ph.D., доцент, доцент кафедры романо-германской филологии, Институт филологии и межкультурной коммуникации</p><p> г. Казань   </p></bio><bio xml:lang="en"><p>Gulnara V. Sadykova, Candidate of Sciences (Philology), Ph.D., Docent, Associate Professor at the Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication </p><p>Kazan, The Republic of Tatarstan </p></bio><email xlink:type="simple">gsadykov@kpfu.ru</email><xref ref-type="aff" rid="aff-1"/></contrib><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0001-6231-3983</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Каюмова</surname><given-names>А. Р.</given-names></name><name name-style="western" xml:lang="en"><surname>Kayumova</surname><given-names>A. R.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Каюмова Альбина Рамилевна, канд. филол. наук, доцент, доцент кафедры романо-германской филологии, Институт филологии и межкультурной коммуникации</p><p> г. Казань </p></bio><bio xml:lang="en"><p>Albina R. Kayumova, Candidate of Sciences (Philology), Docent, Associate Professor at the Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication </p><p>Kazan, The Republic of Tatarstan </p></bio><email xlink:type="simple">alb1980@yandex.ru</email><xref ref-type="aff" rid="aff-1"/></contrib><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0009-0009-4213-1280</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Халиуллина</surname><given-names>Д. И.</given-names></name><name name-style="western" xml:lang="en"><surname>Khaliullina</surname><given-names>D. I.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Халиуллина Диана Ильдаровна, инженер научно-образовательного центра стратегических исследований в области родных языков и культур, Институт филологии и межкультурной коммуникации </p><p> г. Казань </p></bio><bio xml:lang="en"><p>Diana I. Khaliullina, Engineer of the Scientific and Educational Centre for Strategic Research in the Field of Native Languages and Cultures, Institute of Philology and Intercultural Communication</p><p>Kazan, The Republic of Tatarstan  </p></bio><email xlink:type="simple">ibdi@balacity.ru</email><xref ref-type="aff" rid="aff-1"/></contrib></contrib-group><aff-alternatives id="aff-1"><aff xml:lang="ru">Казанский (Приволжский) федеральный университет<country>Россия</country></aff><aff xml:lang="en">Kazan (Volga region) Federal University<country>Russian Federation</country></aff></aff-alternatives><pub-date pub-type="collection"><year>2025</year></pub-date><pub-date pub-type="epub"><day>21</day><month>05</month><year>2025</year></pub-date><volume>40</volume><issue>1</issue><fpage>31</fpage><lpage>41</lpage><permissions><copyright-statement>Copyright &amp;#x00A9; Садыкова Г.В., Каюмова А.Р., Халиуллина Д.И., 2025</copyright-statement><copyright-year>2025</copyright-year><copyright-holder xml:lang="ru">Садыкова Г.В., Каюмова А.Р., Халиуллина Д.И.</copyright-holder><copyright-holder xml:lang="en">Sadykova G.V., Kayumova A.R., Khaliullina D.I.</copyright-holder><license license-type="creative-commons-attribution" xlink:href="https://creativecommons.org/licenses/by/4.0/" xlink:type="simple"><license-p>This work is licensed under a Creative Commons Attribution 4.0 License.</license-p></license></permissions><self-uri xlink:href="https://info.infojournal.ru/jour/article/view/1224">https://info.infojournal.ru/jour/article/view/1224</self-uri><abstract><p>Революционные открытия последних лет в области генеративного искусственного интеллекта (ИИ) и растущая доступность образовательных интеллектуальных систем вызвали множество вопросов, связанных с применимостью технологий ИИ в образовании. Представленное в статье исследование является частью научного проекта, направленного на создание модели интеграции технологий ИИ в программы языкового развития детей дошкольного возраста. Авторы статьи на основе эмпирических данных исследуют и обосновывают потенциал двух сервисов генеративного ИИ (Fusion Brain и Suno AI) как инструментов развития языковых навыков детей дошкольного возраста, изучающих иностранный (английский) язык.</p><p>Авторы использовали комплексный метод педагогического эксперимента, основными задачами которого было, во-первых, апробировать возможности сервисов генеративного ИИ для развития словарного запаса, во-вторых, выявить те характеристики сервисов, которые могут способствовать или препятствовать созданию продуктивной и безопасной среды языкового развития детей 4–6 лет. Полученные в ходе эмпирического исследования данные позволили авторам сформулировать важные принципы интеграции технологий ИИ в дошкольное языковое образование. Эти принципы могут быть рекомендованы воспитателям и педагогам, участвующим в развитии речи детей дошкольного возраста. В силу инновационного характера разработанных и описанных сценариев применения технологий генеративного ИИ результаты исследования могут быть использованы в целях развития компетенций педагогов в России и за ее пределами.</p></abstract><trans-abstract xml:lang="en"><p>Revolutionary discoveries of recent years in the field of generative artificial intelligence (AI) and the growing availability of educational intelligent systems have raised many questions related to the applicability of AI technologies in education. The research presented in the article is part of a scientific project aimed at creating a model for integrating AI technologies into language development programs for preschool children.</p><p>The authors of the article use empirical data to explore and justify the potential of two generative AI services (Fusion Brain and Suno AI) as tools for developing language skills of preschool children learning a foreign (English) language. The authors used a comprehensive method of pedagogical experiment, the main objectives of which were, firstly, to test the affordances of generative AI services for vocabulary development, and secondly, to identify the characteristics of AI services that can promote or hinder the creation of a productive and safe language development environment for children aged 4–6. The data obtained during the empirical study allowed the authors to formulate important principles for integrating AI technologies into preschool language education. These principles can be recommended to educators and teachers involved in the speech development of preschool children. Due to the innovative nature of the developed and described scenarios for the usage of generative AI technologies, the results of the study can be used for the development of teachers’ competencies in Russia and abroad.</p></trans-abstract><kwd-group xml:lang="ru"><kwd>генеративный искусственный интеллект</kwd><kwd>английский язык как иностранный</kwd><kwd>методика преподавания языка</kwd><kwd>дошкольное образование</kwd><kwd>изучение языков</kwd><kwd>словарный запас</kwd></kwd-group><kwd-group xml:lang="en"><kwd>generative artificial intelligence</kwd><kwd>English as a foreign language</kwd><kwd>EFL</kwd><kwd>methods of language teaching</kwd><kwd>early childhood education</kwd><kwd>language learning</kwd><kwd>vocabulary</kwd></kwd-group><funding-group xml:lang="ru"><funding-statement>Исследование выполнено за счет гранта Российского научного фонда № 24-28-01129, https://rscf.ru/project/24-28-01129/</funding-statement></funding-group><funding-group xml:lang="en"><funding-statement>The work was supported by the Russian Science Foundation, project No 24-28-01129, https://rscf.ru/project/24-28-01129/</funding-statement></funding-group></article-meta></front><back><ref-list><title>References</title><ref id="cit1"><label>1</label><citation-alternatives><mixed-citation xml:lang="ru">Татаринов К. 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